Critical Evaluation: Critical Reading and Critical Thinking (web version)Jamie Bisset
1 hour version of 1.5 hour session (cuts out one hands on exercise)
Looks at Critical Evaluation in terms of:
- what is meant by critical reading/thinking
- the ecology of resources
- thinking about your evaluative criteria (what you bring to the table, and what the authors you read have brought to the table)
- Key means of 'evaluating' a text (relevance, authority, objectivity, methodology, presentation and currency).
Critical Evaluation: Critical Reading and Critical Thinking (web version)Jamie Bisset
1 hour version of 1.5 hour session (cuts out one hands on exercise)
Looks at Critical Evaluation in terms of:
- what is meant by critical reading/thinking
- the ecology of resources
- thinking about your evaluative criteria (what you bring to the table, and what the authors you read have brought to the table)
- Key means of 'evaluating' a text (relevance, authority, objectivity, methodology, presentation and currency).
This is a truncated version of a presentation I gave to my M.Ad.Ed. class at StFX. After reading Stephen D. Brookfield's Storming the Citadel chapter in Becoming a Critically Reflective Teacher, I saw the light: studying educational theory is crucial to becoming a good teacher.
This is a truncated version of a presentation I gave to my M.Ad.Ed. class at StFX. After reading Stephen D. Brookfield's Storming the Citadel chapter in Becoming a Critically Reflective Teacher, I saw the light: studying educational theory is crucial to becoming a good teacher.
Basics for effective oral presentation - Summary - BBA/MBA Course
This document provide the main tips and tricks to deliver an effective business or academic presentation.
Full version is available for download on my LinkedIn profile as well.
www.slideshare.net/frgaucher/oral-presentation-skills-88247526
Dr Francois Gaucher,
Aperto Libro Academy
Our business writing skills presentation gives some simple but powerful tips on making your writing interesting and impactful. Effective business writing skills can enhance your productivity dramatically.
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
Paper 5 Argumentative Research PaperThe research proposal shoul.docxalfred4lewis58146
Paper 5: Argumentative Research Paper
The research proposal should allow you to understand the complexities of a topic that you feel is worth further exploration. Now you’ll use that research to write a thoughtful and persuasive final paper.
As the culminating paper of this course, the argumentative research paper is your chance to pull together all of your learning over the course of the semester. Now that you’ve learned how to appreciate rhetorical strategies, summarize and analyze others’ ideas, transfer concepts into new situations, and write evidence-based paragraphs, this paper is your chance to use all of those skills to persuade other people to take a stand on the issue or to change their stand on that issue. You should present a clearly arguable thesis, backed by credible, sufficient and fully analyzed evidence.
Key Features of a Researched Argument
1. A clear and arguable position. At the heart of every argument is a claim with which people may reasonably disagree. Some claims are not arguable because they’re completely subjective, matters of taste or opinion, because they are a matter of fact, or because they are based on belief or faith. To be arguable, a position must reflect one of at least two points of view, making reasoned argument necessary.
2. Necessary background information. Sometimes we need to provide some background on a topic we are arguing so that readers can understand what is being argued.
3. Good reasons. By itself, a position does not make an argument; the argument comes when a writer offers reasons to back the position up.
4. Convincing evidence. It’s one thing to give reasons for your position. You then need to offer evidence for your reasons. The evidence you use to support your argument will come from the sources you have selected through research.
5. A trustworthy tone. Arguments can stand or fall on the way readers perceive the writer. Very simply, readers need to trust the person who’s making the argument. One way of winning this trust is by demonstrating that you know what you’re talking about. There are numerous ways to establish tone. In this paper you will establish tone through quality writing and proving to your reader that you have done thorough research.
6. Careful consideration of other positions. No matter how reasonable and careful we are in arguing positions, others may disagree or offer counterarguments or hold other positions. We need to consider those other views and to acknowledge and, if possible, refute them in our written arguments.
Guidelines
The essay should
· be 7-10 pages.
· include an accurate MLA heading (student name, instructor name, course, and date) and header (student last name and page number).
· include a title that captures the spirit of its content.
· use 1” margins and Times New Roman 12-point font, with double-spacing throughout.
· include an accurate MLA Works Cited entry.
Dates and Deadlines
Wed., Jul.
Logical Reasoning: relevance, obstacles and structureNGANG PEREZ
The definition of logic could be stated as the science of reasoning, proof, thinking or inference (according to the Oxford Compact English Dictionary). It is the ability to reason that is central to logical thinking. For many of us, these reasoning skills are often put to the test during arguments. Being able to reason is clearly a valuable skill! But is it something that we should be "teaching"? Do students learn how to form logical arguments within the home? Do fellow teachers encourage their students to think logically? Or do we compel the students to “give back our notes (cram work)” during exams? To what extend do tutor facilitate students to think out of the box (class notes?). This is something very critical and we shall see its importance in this chapter as well as the obstacles and structure.
LaneThinking about Thinking Using the Elements of Thoug.docxsmile790243
Lane
Thinking about Thinking:
Using the Elements of Thought to
Determine the Logic of _____
Assess your writing
Assess someone else’s writing
Assess or evaluate _________
The elements of thought are...
Purpose of
the
Thinking
goal, objective
Concepts
theories,
definitions,
axioms, laws,
principles,
models
Assumptions
Information
data, facts,
observations,
experiences
Points of
View
frame
of reference,
perspective,
orentation
Question at
issue
problem
Interpretation &
Inference
conclusions, solutions
Consequences
and
Implications
THINKING ABOUT THINKING
How can we know what to believe when the facts are confusing and experts disagree? As you learn about environmental science-in this book and elsewhere-you will find many issues about which the data are indecisive, leading reasonable people to disagree on how they should be interpreted. How can we choose between competing claims? Is it simply a matter of what feels good at any particular moment, or are there objective ways to evaluate arguments? Critical thinking skills can help us form a rational basis for deciding what to believe and do. These skills foster reflective and systematic analysis to help us bring order out of chaos, discover hidden ideas and meanings, develop strategies for evaluating reasons and conclusions in arguments, and avoid jumping to conclusions. Developing rational analytic skills is an important part of your education and will give you useful tools for life.
Certain attitudes, tendencies and dispositions are essential for critical or reflective thinking. Among these are;
· Skepticism and independence. Question authority. Don't believe everything you hear or read, including this book. Even the experts can be wrong.
· Open-mindedness and flexibility. Be willing to consider differing points of view and entertain alternative explanations.
· Accuracy and orderliness. Strive for as much precision as the subject permits or warrants. Deal systematically with parts of a complex whole.
· Persistence and relevance. Stick to the main point and avoid allowing diversions or personal biases to lead you astray.
· Contextual sensitivity and empathy. Consider the total situation, feelings, level of knowledge, and sophistication of others as you study situations. Try and put yourself in another person's place to understand his or her position.
· Decisiveness and courage. Draw conclusions and take a stand when the evidence warrants doing so.
· Humility. Realize that you may be wrong and that you may have to reconsider in the future.
Critical thinking is sometimes called metacognition or "thinking about thinking." It is not critical in the sense of finding fault but rather is an attempt to rationally plan how to think about a problem. It requires a self-conscious monitoring of the process while you are doing it and an evaluation of how your strategy worked and what you learned when you have finished. Assembling, understanding, and evaluat ...
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
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Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?
Critical thinking
1. Analysing information and being ‘critical’
‘In general students lose more marks for lack of
critical analysis than any other single weakness in
their work’ (Cottrell 2003:232).
What does a tutor say or write to show there is
not enough critical analysis ?
2. Typical tutor comments...
‘More analysis needed’
‘Less description more critique’
‘Too descriptive’
‘Descriptive rather than analytical’
‘You have told me what theory is
rather than how you evaluate it.’
‘Lacks analysis.’
3. Look at your assessment
criteria
To get a first (70%): Evidence of a
logical, clear coherent development of
the topic. Demonstrates an
authoritative grasp of concepts and
theories in the development of the
topic. A comprehensive use and
integration of relevant literature.
Evidence of insight/originality…
4. So what is critical thinking…?
There is not one definition.
It depends on the discipline & the task.
Working with complex ideas, taking a deep &
not surface approach to processing ideas.
Involves thinking about what we know
already, to learn more - like reflection.
Specifically, we think/focus on something &
expect an outcome (usually) a judgment or
conclusion.
5. A provisional definition …
‘Critical thinking is a capacity to work
with complex ideas whereby a person
can make effective provision of
evidence to justify a reasonable
judgement. The evidence, &
therefore the judgment, will pay
appropriate attention to the context
of the judgment.’ J. Moon
(forthcoming)
6. Being critical may involve...
AGREEING WITH, ACCEDING TO, DEFENDING
OR CONFIRMING a particular view.
PROPOSING a new point of view.
CONCEDING that an existing point of view has
certain merits but that it needs to be
QUALIFIED in certain important respects.
REFORMULATING an existing point of view or
statement of it such that the new version makes a
better explanation.
DISMISSING a point of view on account of its
inadequacy, irrelevance or incoherence etc.
7. Being critical may involve...
REJECTING, REBUTTING or REFUTING
another’s argument on various reasoned
grounds.
RECONCILING two positions which may
seem at variance by appealing to some
‘higher’ or ‘deeper’ principle.
RETRACTING or RECANTING a previous
position of one’s own in the face of new
argument or evidence. (Taylor 1989:67)
8. The Bridge
Read the text and decide who you
think is the most responsible for the
woman’s death (rank them in order).
In your group see if you can reach
agreement.
You must justify, give evidence and
logical reasons for your position.
Editor's Notes
Thinking pragmatically about your coursework and the problem of what tutors want?? - Start from the specific and broaden out to the general & then back to particulars
What do these phrases mean precisely? Do they mean the same thing to different tutors? Do they mean the same thing in different subject areas & disciplines?
Being critical or becoming a critical being is the key to success in HE Key difference in transition from 1 st to 2 nd & 2 nd to 3rd, level of criticality expected Worth remembering that it is something that doesn’t figure in primary, secondary and even in most FE.
Importance of cultural difference and your particular educational background. CT is very peculiar to UK HE, aspects of your educational background may not be valued (e.g. memorising = rote learning, respecting & agreeing with a tutor as ‘expert’ Examples of photography, sciences and humanities There is a sense of reflexivity in it as critical thinking would usually involve critical examination of the personal process of critical thinking that has led to any judgment.
J. Moon’s definition, ie making a judgment based on appropriate and well considered evidence that takes account of the context in which the judgment is made. I found it helpful to focus not on the outcome of critical thinking, but on the effective provision of evidence
In this case, responsible in its deepest sense, ie, not the person who did the action but who is to blame, or has a duty of care, etc.